/ Wray Common Primary School
SEND Information Report
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Questions / School Responseto the 14 Questions
1 / How does the school know if children need extra help and what should I do if I think my child may have special educational needs?
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  • Wray Common has a rigorous tracking and monitoring system in place that tracks the progress of all pupils in the core areas of Reading, Writing and Maths. We use this data along with formal and informal assessment information to identify any additional needs and celebrate achievement.
  • We have 5 key assessment points during the year that are followed by Pupil Progress Meetings. These meetings are opportunities for the Class Teacher to meet with the school Leadership Team to discuss in detail the progress of individual children and set appropriate targets for their next steps. If appropriate, the Class Teacher will put in place additional support for children who need extra help in liaison with our Special Needs Co-ordinator (SENCo) – Mrs Brackenbury.
  • Our staff are vigilant at supporting and raising any concerns. Parents/carers are encouraged to speak to the Class Teacher as soon as possible if they have any concerns, or alternatively they can speak to our SENCo.

2 / How will school staff support my child?
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  • All our staff are responsible for the inclusion of children with Special Educational Needs (SEND). Your child’s teacher will look for ways to support them in class, and will work with the SENCo to find ways to support the child’s learning that are ‘additional to’ and ‘different from’ those provided as part of the school’s usual differentiated curriculum (Wave 1).
  • Our Whole School Provision Map lists a range of interventions that are available in school at Wave 2 and Wave 3.
  • We value strong home-school links and keep parents informed of any additional support their child is receiving.
  • Any child receiving support that is ‘additional to’ and ‘different from’ others in the class will have aPathway Plan. This will contain the details of the extra provision in place for your child and is reviewed half-termly. Class Teachers meet with parents to share progress against these targets.
  • All our additional support programmes are overseen by the SENCo and when an intervention is not seen to be working, we are quick to respond.
  • We may also liaise with a range of outside agencies to ask for further support and specialist advice.
  • Our School Governors are responsible for the monitoring the effectiveness of provision in place for children with SEND. There is a named governor with this responsibility.

3 / How will the curriculum be matched to my child’sneeds?
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  • Differentiation is embedded in our curriculum and teaching practice. All lessons are evaluated as to how well the lesson itself went and what learning was actually received by the children.
  • We ensure that teachers from the same year group have their Planning, Preparation and Assessment time together. This, along with our Pupil Progress meetings, helps us to monitor progress and reflect on the next best steps.
  • All our teachers are clear on the expectations of Wave 1 provision (Quality First Teaching) and this is monitored regularly by the Leadership Team through Exercise Book Scrutinies, Marking Reviews, Pupil Voice, Leadership Team Learning Walks and Lesson Observations.
  • Teaching Assistants work closely with Class Teachers to support children’s learning in small groups and with individuals.
  • All children have personalised targets in Writing and in Maths.

4 / How will both you and I know how my child is doing and how will you help me to support my child’s learning? /
  • Children are given clear feedback on their learning and respond to their teacher’s comments through our marking system of ‘think pink’ and ‘go green’.
  • We have a number of formal opportunities (Open Evenings) where parents/carers can meet with staff to discusstheir child’s progress. At such at meetings,teachers share what can be done by families at home to support the learning at school. This is also reinforced by generic updates on the curriculum which we share though our newsletters and website.
  • Our school Learning Zone has a wealth of activities to support children(and parents) with learning at home.
  • We host coffee mornings in the autumn term to share plans for the year ahead.
  • We hold Learn with Your Child Sessions in the spring term so that parents have the opportunity to work with their child in class.
  • We have specific Year Group initiatives such as ‘stay and Read’ sessions in Year 1 where parents have a further chance to see their child in situ.
  • We also hold curriculum evenings to help families understand what learning is expected and how they can best support their child/young person’s needs.
  • Parents are welcome to talk teachers as the need arises either by calling in at the end of the day to speak directly to the Class Teacher, or by phoning the school office to make an appointment.

5 / What support will there be for my child’s overall well-being?
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  • At Wray Common, we aim to help all of our children to develop holistically, nurturing a secure sense of self and respect for self and others. We do this through our PSHE curriculum, our 6Rs (Resilience, Responsibility, Respect, Reflection, Reasoning and Reciprocal)and our strong Values programme.
  • We want children to feel safe in school. Each class has a worry box and children are reminded regularly of who they can talk to in school if they are worried/upset about anything.
  • Pupil voice is central to our ethos and this encouraged in a variety of ways, particularly through our House System and School Council.
  • We have a trained Pastoral Team led by our SENCo which includes a Home School Link Worker (HSLW), Emotional Literacy Support Assistant (ELSA) and Teaching Assistants that work 1:1 with individual children.
  • We are also able to offer individualised programmes such as ‘Drawing and Talking’ – a therapeutic intervention.
  • We have a daily ‘lunchtime club’ that supports individual children to make new friends and have a positive lunchtime experience.
  • We have a medical policy in placeregarding the administration and management of medication on the school site and relevant activities are covered by risk assessments. Relevant staff are trained to support medical needs.
  • Our Behaviour Policy, which includes guidance on expectations, rewards and sanctions, is fully understood and followed by all staff.
  • We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.
  • We are also able to invite colleagues from our ‘outside agencies’ to talk with the whole class (or whole school on occasion) about what it means to have a specific difficulty or disability, or to face a particular challenge. E.g. what is it like living with Cystic Fibrosis?

6 / What specialist services and expertise are available at or accessed by the school? /
  • Staff receive training as identified in our School Improvement plan.
  • We have staff trained in Wave 2 and Wave 3 intervention programmes, e.g. 1stClass@Number, Precision Teaching.
  • We have a number of established relationships with professionals in health, education and social care.
  • All external partners we work with are vetted in terms of safe guarding.
  • Our HLTAs are specialists in a range of fields and all staff receive regular in-house training as well as benefitting from attending courses such as ELKLAN (Speech and Language training).
  • Our Home School Link Worker works closely with families to provide a strong link between home and school.

7 / What training have the staff supporting children with SEND had, or are having? /
  • Our Special Needs Co-ordinator is a qualified and experienced teacher who is part of the Senior Leadership Team and has achieved the National Award for SENCos.
  • We continually further our staff expertise in Quality First Teaching for all children (Wave 1) through a rigorous programme of INSET, Teaching and Learning Observations, Children’s work Scrutiny, Pupil Progress Meetings, and Learning Walks.
  • Recent staff training includes how to support children with: Autistic Spectrum Disorder; Speech and Language Difficulties; Hearing and Visual Impairment; Behavioural Difficulties and Dyscalculia.

8 / How will my childperson be included in activities outside the classroom including school trips? /
  • We believe that all children have the right to learn together and should not be devalued or discriminated against by being excluded or sent away because of their disability or learning/behaviour difficulties. Our Inclusion Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom.
  • Wherever possible, we support children in a way that allows them to share the same learning experiences as their peers. However, there are times when we ask children to work in small groups or in a one-to-one situation (e.g. boosting an individual’s reading skills) away from the classroom in order to maximise their learning in a quieter environment.
  • Where there are concerns of safety and access, risk assessments are put into place. Where applicable, parents are consulted and involved in planning.

9 / How accessible is the school environment?
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  • We have an Accessibility Plan in place. We are vigilant about making reasonable adjustments and regular Governor led Health and Safety Inspections ensure that these take place.
  • We have one disabled toilet which is located in our library.
  • We employ a Teaching Assistant who has responsibility for supporting children who join the school with English as an Additional Language. She attends local network meetings and provides training for other members of staff. We can seek the advice of REMA (Race and Ethnic Minority Achievement) for further support in completing ‘mother-tongue’ assessments. Where necessary, we also ensure any communications are available in the relevant languages as and when required.
  • We ensure that translators and signers are brought in to support parents when attending meetings and school events when necessary.

10 / How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life? /
  • We have adopted a Learning to Learn culture and our school motto is ‘Inspiring Lifelong Learning’.
  • Through our 6Rs (Resilient, Responsible, Reflective, Resourceful, Reasoning and Reciprocal) and Values programmes we aim to develop key skills in children so that they will be successful learners in whatever they do.
  • We have developed good relationships with feeder settings as well as settings that children move onto.
  • We make visits wherever possible to see the child in their pre-school setting prior to starting with us.
  • We offer home visits to parents immediately prior to the children starting school so that some individual time can be spent with the teacher, Nursery Nurse, child and parent. When appropriate, the SENCo and the HSLW will also attend.
  • Where children have already been identified with a particular need, we liaise carefully over successful strategies.
  • Year 6 teachers and our SENCo meet with key staff from secondary schools to pass on information that will support transition into secondary school. We encourage children to take part in any specific transition programmes that are on offer from local secondary schools.
  • We invite the SENCo from the receiving school to attend special educational needs review meetings prior to their transition.
  • When a child joins us at other than one of these points, care is taken to contact previous schools for relevant information. Similarly, when a child moves away from school, records are sent promptly and receiving staff are liaised with as appropriate.

11 / How are the school’s resources allocated and matched to children’s special educational needs? /
  • Our finances are monitored regularly and we utilise resources to support the strategic aims of our setting as well as individual learner needs. We seek to ensure value for money service, so interventions are costedand evaluated.
  • Each class has a Class Teacher and a Teaching Assistant who supports the teaching and learning in the mornings. Within our Infant classes, there is Teaching Assistant support throughout the day.
  • We have a number of TAs who are trained in specific interventions to meet the needs of children with Special Educational Needs and Disabilities.
  • We have several TAs who work with the Class Teacher and SENCo to meet the needs of specific individual children. This is through individual and small group work, as well as supporting within class.

12 / How is the decision made about what type and how much support my child will receive? /
  • Quality First Teaching (Wave 1) is clearly defined at Wray Common with high quality teaching expected in all classrooms. Learning is differentiated to support the needs of all children.
  • We monitor the level of progress and attainment children make against national and age-expected levels at 5 summative assessment points throughout the year.
  • When children have an Individual Provision Map, progress against the targets is reviewed termly and shared with parents. Provision may also be revised at this time.
  • Any advice from external professionals is incorporated into children’s provision.
  • The SENCo oversees all additional support.

13 / How are parents involved in the school?
How can I be involved?
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  • Wray Common fully recognises the important role that parents play in their children’s school success. As a parent, you know your child best and the closer you work with your child’s teachers and school, the more successful any provision will be.
  • We encourage attendance at school events such as Open Evenings and Curriculum Evenings. We also recommend that parents come in to talk with the teacher as soon as they have a concern. We operate an open door policy and if you have not heard from the school for a while, contact the teacher to make sure you are aware of what is being done to support your child.
  • There are many ways for parents to become involved in our school.
~We have an active PTA (known as the Friends of Wray Common School) of which all parents are automatic members.
~Our ‘Parent Steering Group’ has worked with staff to revise the Sex and Relationships Policy.
~Parents form part of the Travel group that works towards safer routes to school.
~Our Governing Body includes Parent Governors.
~There are always opportunities to support learning in the classroom from volunteering to listen to children read to supporting the school’s Eco-Council with their latest venture. If you are interested, arrange to meet with our Deputy Head Teacher(Mr Heulin).
14 / Who can I contact for further information? /
  • Further information and support can be obtained from the school office who can arrange a meeting for you with the relevant member of staff.
  • If you are thinking about joining our school, we would encourage you to visit us first. We would be pleased to organise a school tour for you with our Year 6 pupils as guides followed by a chat (if you would like) with our Head Teacher (Mr Murphy), our Deputy Head (Mr Heulin) or our SENCo (Mrs Brackenbury).
  • If your child is already at school, your first point of contact should be your child’s Class Teacher.
  • You can find further information about Surrey County Council’s Local Offervia